PUPILS PERFORMANCE IN BLENDED

LEARNING AND FACE-TO-FACE LEARNING

MODALITY TOWARDS A PROPOSED LEARNING
CONTINUITY PLAN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 255-264
Document ID: 2023PEMJ957
DOI: 10.5281/zenodo.8187698
Manuscript Accepted: 2023-24-7
Psych Educ, 2023, 11: 255-264, Document ID:2023 PEMJ957, doi:10.5281/zenodo.8187698, ISSN 2822-4353
Research Article

Pupils’ Performance in Blended Learning and Face-To-Face Learning

Modality Towards a Proposed Learning Continuity Plan
Pejay B. Sasotona*
For affiliations and correspondence, see the last page.
Abstract
This study determined the level of performance of grade six pupils in the blended learning and face-
to-face learning modality in the selected school of Cluster 1 in the Division of Pasig City during the
1st and 2nd quarter of the school year 2022 - 2023.The study used a descriptive research design. The
participants in the study were 36 teachers and 269 enrolled elementary pupils from three schools who
were randomly selected for the study. Pearson r, correlated t-test, Chi-square test, and z-test were
used to measure the degree of relationship between the selected profile factors and the level of
performance of grade six pupils in blended and face-to-face learning modalities. The findings showed
that There is no significant difference between the perception of the two group of respondents and the
level of performance of grade six pupils in terms of written works and quarterly assessment, while
there is a significant difference on their perception in terms of performance task. Likewise, there is a
significant difference in the level of performance of grade six pupils in the blended learning and face-
to-face learning modalities with respect to written works, performance tasks and quarterly
assessment. Lastly, there is a significant relationship between pupils’ interest and the level of
performance in terms of the said aspects.

Keywords: pupil’s performance, blended learning, face-to-face

Introduction about the school calendar and activities for the school
year 2021-2022, face-to-face classes are suspended
unless allowed by the Office of the President. This led
It is said that learning is a continuous process and the entire department to look for alternative learning
should not stop no matter what situation a person is in. modalities and enrich its learning delivery. Different
It starts when he becomes aware of what is happening modalities were introduced such as the Online Class,
around him and starts responding from it. Moreover, where only the pupils with internet connection at home
learning ends if he is already six feet below the ground can have the access to learning. In this type of
where his organs cease from functioning at all. modality, online learning platforms were used such as
According to Benigno Agapito Jr., Dean of Mapua but not limited to Zoom, Google Meet, and Microsoft
University-School of Media Arts, “learning is not Teams. Another modality was the TV-Based
confined within the four walls of the classroom. It can Instruction (TBI). The Department of Education has
be achieved even outside through digital media.” This produced video lessons that will be aired on television
is very timely and relevant to what is happening channels through TV networks partners. Schedules for
around the globe particularly in the sector of education the airing of the video lessons per grade level and
in the Philippines due to the threat brought by the learning areas were posted in advance. Meanwhile,
global pandemic. The country may not be prepared for Radio-Based instruction (RBI) was used in the absence
the coming of the virus, but they find ways to keep the of TV and network signals to the areas that were far
education going even in this time of hardship. away from civilization. Classroom Messenger was also
introduced to the pupils who will be utilizing the
As the Corona Virus continued to widespread across digital-printed modules. This modality was offered to
the country, the trends in education in the Philippines those who have gadgets but with poor internet
shifted from the traditional to digital era. Going to connections or those who were using mobile data only.
school to have a face-to-face class had been cancelled The most common and widely used modality was the
by the Department of Education following the order of use of printed modules. This modality was for pupils
the Inter-Agency Task Force for the Management of who don’t have the capacity to avail the Online Class,
Emerging Infectious Diseases (IATF) to limit the TV-Based, Classroom Messenger and Radio-Based
chance of pupils from acquiring COVID-19 and its Instruction.
different variants since vaccines are not yet available
for children during the first two years of the pandemic. The alternative learning modalities that DepEd had
offered has never been easy for both teachers and
As stated in the DepEd Order 29 s. 2021, which is pupils of Sagad Elementary School in this time of

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Research Article

pandemic since most of them were used to the their written works and, which is one of the bases for
traditional classroom set up. Given the different kinds the pupils to have a grade in a particular subject area.
of learning modalities, a great challenge for the Most of the pupils who took the examinations got a
teachers was on how they will facilitate the learning lower score as compared to the result of their scores
process. One of the things to consider was to keep the from the posttest and other activities in the module
attention of the pupils throughout the lesson since which they have submitted prior to the conduct of
there was no physical and tangible teacher that would written works. Teachers were also not able to identify
guide them throughout the lesson. As a result, pupils the authenticity of the pupils’ output regarding their
diverted their focus on some activities that hooked performance task, the other bases for grading, due to
their interest such as playing online or offline games the distance learning modality chosen by the pupils.
and browsing their social media accounts which are Teachers used to question their pupils if they were the
not related to studies. one who made the output, or somebody did it for them
since most of the output submitted was professionally
Hence, the development of the Self-Learning Modules done compared to the output submitted by the pupils
(SLMs), which was adapted from the Alternative inside the classroom. It was also questionable how the
Learning System (ALS) and production of video pupils responded and delivered their answers in the
lessons became few of the alternate sources to keep the Classroom Messenger as compared to their actual
learning process continuing despite the struggling performance when inside the classroom.
situation. As stipulated in the SDO-Pasig City
Division Unnumbered Memorandum dated December Research Questions
29, 2020, several teachers were tapped to attend the
write-shop webinar as preparation for the development This study determined the perceptions of grade six
of the self-learning modules. This led to some of them teachers and their pupils regarding the level of
becoming authors of several modules in different performance of grade six pupils in the blended
learning areas, while others became content and learning and face-to-face learning modality in the
language validators. The Self-Learning Modules selected schools of Cluster 1 in the Division of Pasig
developed by the teachers in the Schools Division of City during the 1st and 2nd quarter of the school year
Pasig City showcased different phases such as pretest, 2022 - 2023.
recap, activities, wrap up, valuing and post-test. The Specifically, it answered the following questions:
back part of the module contained the key to 1. What is the profile of the grade six pupil-
correction for the activities to guide the pupils in respondents in terms of the following variables:
checking whether their answers were correct or not. 1.1 Attendance;
The said modules were reproduced by the schools and 1.2 Pupils’ Interest;
distributed to the pupils through hard copies to those 1.3 Internet Connection;
who were enrolled in Modular Classes while soft 1.4 Socioeconomic Status; and
copies including the video lessons were uploaded to 1.5 Gadgets available at home?
the tablets of the pupils who were enrolled in Digitized 2. What are the perceptions of the grade six teachers,
and Online classes. and their pupils regarding the level of performance of
grade six pupils on the blended learning and face-to-
The development of the said modules helped the face learning modality in terms of the following
teachers in the delivery of the lessons based on the variables:
Most Essential Learning Competencies (MELCs). On 2.1 Written works;
the other hand, it created a mediocre practice of study 2.2 Performance tasks; and
habits among the grade six pupils due to some features 2.3 Quarterly assessment?
of the modules which resulted in their poor academic 3. Is there a significant difference in the perceptions of
performance. The existence of the key to correction at the two group of respondents on the level of
the back of the modules gave an opportunity to the performance of grade six pupils on the blended
pupils to just copy the answers from it. As a result, learning and face-to-face learning modality in terms of
pupils tend to get lazy regarding their study habits. the aforecited variables?
They neither read the lessons from the module nor 4. Is there a significant relationship between the
attended classes from their selected mode of learning. selected profile and level of performance of grade six
They only send or submit their copied answers, pupils on the blended learning and face-to-face
thinking that their teachers will believe that they really learning modality?
work hard in answering the activities and tests. Their 5. Is there a significant difference between the level of
learning was assessed using Google Form as part of performance of the grade six pupils on the blended

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Research Article

learning and face-to-face learning modality in terms of benefits of live interaction between the instructor and
the following variables? the learner.
5.1 Written Works
5.2 Performance Tasks Shah (2022) stated in his article entitled “Face to Face
5.3 Quarterly Assessments Learning: Benefits, Advantages and Disadvantages”
6. What learning continuity plan can be developed that face-to-face learning is an instructional method
based on the result of the study? where course content and learning material are taught
in person to a group of students. This allows for a live
interaction between a learner and an instructor. It is the
Literature Review most traditional type of learning instruction. Learners
benefit from a greater level of interaction with their
Blended learning was defined by Naba (2022) as a fellow students as well. In face-to-face learning,
combination of conventional education with online students are held accountable for their progress at the
learning. The same is gaining popularity as of late in class’s specific meeting date and time. Face-to-face
every aspect of personal and professional life since the learning ensures a better understanding and
wake of the COVID-19 Pandemic. The author added recollection of lesson content and gives class members
that blended learning also has disadvantages in terms a chance to bond with one another. On the other side,
of technology. Technology is constantly evolving, and the online model emphasizes an interactive learning
sometime, hard to handle. For people who aren’t as environment designed to create a dialogue between
tech savvy, it may take longer for them to fully benefit instructor and students and among students
from the material you’re putting in front of them. themselves. The online process requires both instructor
and students to take active roles, which are more
An article by Chaturvedi (2021) entitled “Importance highlighted. The instructor should facilitate activities
of Blended Learning in the Era of Digital Education” that engage students directly rather than relying too
stated that blended learning is a combination of offline heavily on lectures and memorization.
and online education which enables students to interact
with the instructor, study material, and other students Nortvig et al. (2018) on their study entitled “Factors
both through physical classroom and online platforms. Influencing E Learning and Blended Learning in
The idea of blended education makes learning easy Relation to Learning Outcome, Student Satisfaction
and more productive which is why this interpretation and Engagement”, stated that in higher education, e
of digital learning is promising in the long run and will learning is gaining more and more impact, especially
become the new normal. Blended learning in the format of blended learning, and this new kind of
consolidates the best of both traditional and digital traditional teaching and learning can be practiced in
methods of education. While classroom learning is many ways. The findings from the research papers
important to incorporate overall discipline, online included in the review show that among the many
learning helps students to customize their education. factors some seem to dominate more: educator
This method enables students to explore information presence in online settings, interactions between
or guidance online, which can be accessed any time students, teachers and content, and designed
they need, and classroom learning helps to build better connections between online and offline activities as
relations between the learner and the teacher. well as between campus related and practice related
activities.
Nguyen (2021) differentiated online learning from the
traditional face-to-face learning by saying that any Singh (2021) in his study entitled “Building Effective
type of learning that occurs on the internet could be Blended Learning Programs”, explored on how
considered online learning, also known as eLearning. eLearning has evolved toward blended learning and
Nowadays, virtual learning is most often used to refer how we can use modern technologies like artificial
to asynchronous learning material, which allows for intelligence and learning models such as microlearning
learners to engage with instructional material at their and spaced learning to improve blended learning. The
own pace, from anywhere, available at any time. On author said that the term ‘remote learning' became
the other hand, Face-to-face learning refers to the very common during the COVID-19 pandemic as
traditional, classroom-based method of learning. This remote work and remote learning became common
style of learning involves in-person sessions with an practices across the globe. Education and training
instructor. The pace of learning is set by the instructor programs have shifted to self-paced eLearning and
and students in this setting are passive learners. Face- virtual classrooms. Post COVID-19, even when
to-face learning is considered effective due to the learning returns to the physical classroom, the trend

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toward blended learning will continue. recommendations for further research are discussed
through the study's proposed modifications on the
Kintu et al. (2017) in their study entitled “Blended cognitive presence categories, indicators, and the
Learning Effectiveness: The Relationship Between survey instrument for the K–12 setting where teacher-
Student Characteristics, Design Features and directed pedagogies or collaborative inquiry processes
Outcomes”, investigated the effectiveness of a blended have not been thoroughly co-opted.
learning environment through analyzing the
relationship between student characteristics or
background, design features and learning outcomes. Methodology
They aimed at determining the significant predictors of
blended learning effectiveness taking student A descriptive research design will be used in this
characteristics/background and design features as study. The participants in the samples are teachers and
independent variables and learning outcomes as officially enrolled elementary pupils coming from
dependent variables. The results indicated that some of sixth grade of Sagad Elementary School, Liberato
the student characteristics/backgrounds and design Damian Elementary School, and Pasig Elementary
features were significant predictors for student School. The sampling technique that will be used is by
learning outcomes in blended learning. random sampling wherein everyone from the
population will be randomly selected and participate in
On the other hand, Jones (2019) in his study “The
the study. According to McCombes (2022), descriptive
Implications of Blended Learning in Today’s
research design aims to describe a population,
Classroom”, explored the transformation by looking
situ atio n, or ph enom eno n accurately and
into the history leading up to the regular use of
systematically. It can answer what, where when and
technology in the classroom, as well as the theoretical
how questions, but not why questions. A descriptive
frameworks that support the premise of blended
research design can use a wide variety of research
learning. According to her, blended learning has
methods to investigate one or more variables. Unlike
transformed the landscape of classrooms over the past
in experimental research, the researcher does not
few years, as technology has become more readily
control or manipulate any of the variables, but only
accessible. Several significant themes in the literature
observes and measures them.
were discussed next to some of the main oppositions to
the implementation of blended learning. Legislation Participants of the Study
pertaining to blended learning and technology in
education was briefly described, followed by a This study gathered information from the 36 grade six
description of the impacts that the successful teachers and 269 grade six pupils coming from the
implementation of effective blended learning selected schools of Cluster 1 in the Division of Pasig
environments can have on students, teachers, and City who had undergone the blended learning and
districts. To conclude, several areas for future research face-to-face instruction for the first and second quarter
were addressed. of the school year 2022-2023. The information will be
gathered from the respondents through a survey
Villanueva (2022), through an exploratory case study questionnaire using a Google Form. All results will be
titled Manifestations of Cognitive Presence in Blended collected in a Google Sheet and will undergo statistical
Learning Classes of the Philippine K–12 System, treatment analysis, and interpretations. The expected
sought to determine the applicability of the outputs are the profile collected from the pupil-
Community of Inquiry in the K–12 setting. There are respondents, teacher-respondents, and their
research gaps to leverage support for blended learning perceptions on the two learning modalities.
and flexible learning options to benefit Filipino youth
and school-leavers under the Alternative Delivery Instruments of the Study
Mode of the Philippine K–12 system. Through
constant comparison analysis and descriptive statistics, This study will use a 5-point point Likert scale with a
evidence revealed cognitive presence across its 20-item questionnaire as the instrument in gathering
categories in the form of connectedness, collaborative information from the respondents. According to
work, trust and reciprocation, and shared views on Bhandari and Nikolopoulou (2020), a Likert scale is a
technology by K–12 teachers and learners. The rating scale used to measure opinions, attitudes, or
analysis affirmed “regulating learning” as the behaviors. It consists of a statement or a question,
intersection of cognitive presence and teaching followed by a series of five or seven answer
p res en ce. I m p l i c a t io n s for p r acti ce and statements. Respondents choose the option that best

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corresponds with how they feel about the statement or

question. The data above implies that pupils are still attending
their classes during the blended learning modality.
Procedure Checking of attendance is not strict in blended learning
as consideration to the pupils who are experiencing
In accordance with the norms and practices of difficulties in the new normal set up. Based on the
information gathering, the researcher asked for the Learner Attendance Conversion Tool (LACT)
consent of the respective leader of the institution provided by DepEd, pupils are considered as present in
where the study was conducted. A communication the class as long as they have submitted their outputs
letter was sent first to the office of the Schools for the day whether they have attended the
Division Superintendent of Pasig City. Once the letter synchronous classes or not. On the other hand, it is
was approved, an endorsement letter was sent to the evident from the data that there is an increase in the
office of the principal signed by the Schools Division number of pupils coming to school during the face-to-
Superintendent. The school principal then endorsed the face learning modality. Since most of the pupils stayed
researcher to the Research Coordinator of the school. at home for almost two years, they are excited to go to
When all the communication letters have been sent and school to experience the real classroom set up because
approved, conducting of the survey was started by the they can see and interact directly with their classmates
researcher.Moreover, the researcher should also and teachers inside the classroom.
consider some ethical issues in conducting the survey.
The Data Privacy Act of 2012 should be observed to Table 2. Frequency and Percentage of Pupils’ Interest
maintain the confidentiality of the data provided by the Level in the Blended Learning and Face-to-Face
respondents and was solely utilized for the purpose of Learning Modality
the study.

Ethical Considerations

The researcher himself explained and gave the

informed consent to each participant before the
conduct of the study. He ensured them that the
information would be used with utmost confidentiality
Based on the data above, it can be concluded that
and within the purpose of the study only.
although there is a high frequency of pupils showing
their interest in blended learning, most of the pupil-
Results and Discussion respondents are still more interested in face-to-face
learning modality. This implies that pupils’ interests
are stimulated in face-to-face learning modality. It was
This section presents the findings according to the the learning modality they used to have from the time
study's research questions. they started going to school.

Profile of the Grade Six Pupil-Respondents in the Table 3. Profile of Grade Six Pupils in Terms of
Blended Learning and Face-to-Face Learning Internet Connection
Modality

Table 1. Frequency and Percentage of Pupils’

Attendance in the Blended Learning and Face-to-Face
Learning Modality

Based on the data above, it implies that most of the

elementary pupils from Cluster 1 in the Schools
Division of Pasig City can access the internet. The
ability of the pupils to have access to the internet could
be associated with their socioeconomic status.

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average scores. This happens most especially if the

pupils were just tapping the options without reading
and analyzing what was written on it. From the
Table 4. Profile of Grade Six Pupil-Respondents in teachers’ point of view, especially to the pupils who
Terms of Socioeconomic Status got high scores, the authenticity of their answers is
questionable since there is no teacher to look after the
test. Pupils may use the chance to open their notes or
browse the net for possible answers, leading to
cheating.

Table 6. Weighted Mean of the Perceptions of the

The data imply that most of the pupil-respondents Grade Six Teachers and their Pupils Regarding the
belonged to a middle-class socioeconomic status. Level of Performance of Grade Six Pupils in the
Blended Learning Modality
Table 5. Profile of Grade Six Pupil-Respondents in
Terms of Gadgets Available at Home

From the data above, it implies that the most utilized

gadgets by the pupils are cell phone and tablet/iPad.
Since most of the respondents belonged to a middle-
class socioeconomic status, the parents of these pupils
have the capacity to buy a cell phone.

Perceptions of the Grade Six Teachers and Their

Pupils Regarding the Level of Performance of Grade
Six Pupils in the Blended Learning and Face-to-Face Table 7. Weighted Mean of the Perceptions of the
Learning Modality Grade Six Teachers and their Pupils Regarding the
Level of Performance of Grade Six Pupils in the Face-
The above data for written works implies that both
teachers and pupils are hesitant to using Google Form to-Face Learning Modality
as a tool for their written works. Although most of the
pupils have internet connection at home, they find it
difficult to do the written works because they lack
knowledge in accessing educational sites such as
Google products since they are not trained to utilize
the platform. Moreover, teachers are not convinced
with the authenticity of their answers since they have
the access to get the answers from the internet. For the
performance task, the data implies that submitting the
performance task in Blended Learning Modality is
convenient among the pupils, but for the teachers it is
on the contrary. For quarterly assessments, it implies
that the scores got by the pupils in written works
conducted via Google Form were low or below

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the revised grading system during the pandemic. Only

Based on the data presented, it can be concluded that written works and performance tasks are graded
both the teachers and the pupils like written works to having both 50% to compute for the total grade of the
be conducted face-to-face. For the performance tasks, pupils.
it implies that the pupils are in favor of doing and
Table 9. Test of Difference in the Perception of the
submitting the performance task inside the classroom
since their teachers will be able to guide them about Two Groups of Respondents on the Level of
the task. Meanwhile, quarterly assessment is not Performance of Grade 6 Pupils in the Face-to-Face
included as a basis for grading during the blended Learning Modality regarding Written Works,
learning modality, but it is included as one of the bases Performance Tasks and Quarterly Assessments
for grading in the face-to-face learning modality. It
was stated in the DepEd Order 31 s. 2020 which is the
Interim Guidelines for Assessment and Grading in
Light of the Basic Education Learning Continuity
Plan.

Significant Difference in the Perception of the Two

Groups of Respondents on the Level of Performance
of Grade 6 Pupils in the Blended Learning and Face-
to-Face Learning Modality Based on the data presented in the table, it can be
implied that there is no significant difference between
Table 8. Test of Difference in the Perception of the the pupils’ and teachers’ perception regarding written
Two Groups of Respondents on the Level of works and quarterly assessments in face-to-face
Performance of Grade 6 Pupils in the Blended learning modality. Both respondents have the same
Learning Modality regarding Written Works, perception of written works and quarterly assessments
Performance Tasks and Quarterly Assessments except for the performance task. They agreed that tests
should be done inside the classroom to make sure that
the answers are authentic, and pupils should refrain
from cheating. For the performance task, some of the
pupils are in favor of submitting their output in
blended learning because they are given ample time
and chances while in face-to-face learning, pupils
should adhere to the strict compliance of the deadline
of submission of their outputs. Hence, they are forced
to have extra effort in doing their tasks.

Significant Relationship Between the Selected Profile

Based on the data presented above, it can be concluded and the Level of Performance of Grade Six Pupils in
that that respondents’ perceptions in terms of written the Blended and Face-to-Face Learning Modalities
works are the same. For the performance tasks, there is
a significant difference between the perceptions of the Based on the data presented in the table, it can be
two groups of respondents on the level of performance concluded that there is a significant relationship
of Grade 6 pupils in the blended learning modality. between the attendance and the level of performance
Since Facebook Group is used as the platform for the of Grade 6 Pupils in the Blended and Face-to-Face
submission of output, pupils find it very accessible to Learning Modalities in terms of written works,
submit their output anytime. They are given ample performance tasks and quarterly assessments.
time to do their performance task. On the contrary, Therefore, there is evidence to conclude that the more
teachers are having a hard time in recording their the pupils who attended class in blended learning and
performance task due to the bulk of files uploaded that face-to-face learning modality, the higher the score
sometimes resulted in the overlapping of outputs in the they got in the written works and quarterly
group’s timeline. For the quarterly assessments, the assessments. Furthermore, they can submit their
respondents’ perceptions are alike. This is true since performance tasks on time which will result in having
Quarterly Assessment is not included as one of the a good grade.
bases for computing the grades of the pupils based on

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Table 12. Test of Difference Between the Level of

Performance of the Blended Learning and Face-to-
Face Learning Modalities of Grade Six Pupils as
regards Written Works
Table 10. Test of Significant Relationship Between the
Attendance and the Level of Performance of Grade 6
Pupils in the Blended and Face-to-Face Learning
Modalities
The computed t value is 7.98 and the critical t value is
1.97 with 268 degrees of freedom as observed in the
table. Since the computed t value is more than the
critical t value, the statistical decision is to reject the
null hypothesis at a 5% significance level. This
suggests that there is a significant difference between
the level of performance of the blended learning and
face-to-face learning modalities of grade six pupils in
written works.

This concludes that the grade 6 pupils’ level of

performance in written works during face-to-face
Table 11. Test of Significant Relationship Between the learning is higher than that of the blended learning
Pupils’ Interest and the Level of Performance of modality. Inside the classroom, pupils are responsible
Grade 6 Pupils in the Blended and Face-to-Face for answering the test and they take it seriously
Learning Modalities because their teacher is watching at the same time
guiding them while answering the test. Unlike when
the test is done in Google Form, the pupils just keep
on tapping the answers without reading and
understanding the questions.

Table 13. Test of Difference Between the Level of

Performance of the Blended Learning and Face-to-
Face Learning Modalities of Grade Six Pupils as
regards Performance Tasks

This shows that there is a significant relationship

between the pupils’ interest and the level of
It can be seen in the table that there is a significant
performance of Grade 6 pupils in the blended and face-
difference between the level of performance of the
to-face learning modalities in terms of written works,
blended learning and face-to-face learning modalities
performance tasks and quarterly assessment. There is
of grade six pupils in performance tasks. Therefore, it
evidence to conclude that the higher the level of
pupils’ interest, the higher the level of performance can be concluded that the grade 6 pupils’ level of
during the blended learning and face-to-face learning performance in performance tasks during face-to-face
modality. Although the pupils’ interest is high in both learning is better than that of the blended learning.
modalities, it is more perceived that pupils’ interest is
Since Facebook Group is used as the platform for the
higher in face-to-face learning modality.Significant
submission of output, pupils find it very accessible to
Difference Between the Level of Performance of the
submit their output anytime. They are given ample
Blended Learning and Face-to-Face Learning
time to do their performance task. On the contrary,
Modalities of Grade Six Pupils
teachers are having a hard time in recording their
performance task due to the bulk of files uploaded that
sometimes resulted to the overlapping of outputs in the
group’s timeline.

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Table 14. Test of Difference Between the Level of late 2019 up to present, DepEd opted to try limited
Performance of the Blended Learning and Face-to- face-to-face classes in certain parts of the country
Face Learning Modalities of Grade Six Pupils as during the first quarter of the current school year.
regards Quarterly Assessment While the second quarter marked the major comeback
of face-to-face classes. After many months of ignoring
the pandemic, several news outlets highlighted the
spike of numbers in the case of acquiring the virus,
reminding everyone that Covid19 is not yet over.In the
current situation of our country, aside from the global
This supports that there is a significant difference pandemic, we are experiencing extreme heat due to
between the level of performance of the blended summer season that brings uncomfortable feeling to
learning and face-to-face learning modalities of grade both the pupils and teachers inside the classroom.
six pupils in quarterly assessment. This means that the Recently, the DepEd had cascaded a memorandum
grade 6 pupils’ level of performance in quarterly giving the discretion to the school head whether to
assessment during the face-to-face learning is adopt or not the reimplementation of blended learning
improved than that of the blended learning.This is true in the most affected area.
since Quarterly Assessment is not included as one of
Description
the bases for computing the grades of the pupils based
on the revised grading system during the pandemic.
Basic Education Learning Continuity Plan (BE-LCP)
Only written works and performance tasks are graded
is now part of the Philippine Educational System
having both 50% to compute for the total grade of the
where learners should continue to learn, and teachers
pupils. It is supported by the DepEd Order 31 s. 2020
should deliver instruction in a safe work and learning
which is the Interim Guidelines for Assessment and
environment amid the threat of Covid19. Aligned with
Grading in Light of the Basic Education Learning
Continuity Plan stating that only Written Works and this plan is the creation of a flexible schedule that will
Performance Task shall be the bases for grading the incorporate the utilization of blended learning among
pupils. the schools in Cluster 1 in the Division of Pasig
City. To address the summer heat problem that most of
Developed Learning Continuity Plan Based on The the pupils are facing now, SA-LCP Framework is
Results of The Study developed. SA-LCP Framework stands for Shortened-
Alternate Learning Continuity Plan. This is applicable
Based on the results of the study, almost half of the for small schools with limited classrooms. It proposes
grade six pupils are attending their classes in blended that classes should have a shortened time compared to
learning, and it doubled in face-to-face learning the regular class hours. Particularly, classes will be
modality. Nevertheless, there are still pupils who done in the morning from 7:00am-11:00am only.
showed poor attendance in both learning modality. There will be no classes in the afternoon since the peak
Furthermore, the pupils who showed interest and of heat index is during noontime onwards. Pupils will
attended their classes regularly got the chance of be grouped into two sets (Set A and Set B) where each
getting a higher grade than those who showed poor set will have an alternate schedule of going to school.
attendance and interest. A model framework for To understand further this model, refer to the table
learning continuity plan is developed to address the below.
learning loss of the pupils. It will also bridge the gap
of the learning loss between the blended learning and Monitoring and Evaluation
face-to-face learning modality. The provision of the
tablets among the learners is an edge since they During the coordination meeting, a technical working
already have the gadget where they can interact with group will be formed. The proponent together with the
the learning material in the conduct of blended Master Teachers will be assigned to monitor the
learning. progress of the implemented framework. Monitoring
should be done weekly until the end of the school year.
Rationale Narrative Reports and documentation will be collected
from the teachers weekly indicating how they have
Classes were officially opened amidst the threat of the implemented the schedule. At the end of the school
global pandemic. Despite its reigning season from the year, the in-charge for monitoring and evaluation will
create a Google Form to be accomplished by the
teachers and pupils that will evaluate the

Pejay B. Sasotona 263/264

Psych Educ, 2023, 11: 255-264, Document ID:2023 PEMJ957, doi:10.5281/zenodo.8187698, ISSN 2822-4353
Research Article

implementation. The result of the evaluation will be References

used as the basis for further enhancement of the LCP
in the future and for research purposes. All records “DepEd Data Bits.” Learning Delivery Modalities SY 2021-2022,
will be filed in the school in a form of accomplishment https://www.deped.gov.ph/wp-content/uploads/2022/08/7-Databits-
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Based on the findings of the study, the following Relationship between Student Characteristics, Design Features and
conclusions were drawn: (1) In blended learning Outcomes | International Journal of Educational Technology in
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learning modality, the number of pupils were doubled
Naba, Paula. “What Is Blended Learning.” Northpass.com, 4 Feb.
as compared to blended learning, but poor attendance 2022,
remained a concern. The grade six pupils who attended www.northpass.com/blog/what-is-blended-learning-types-examples-
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pass the different learning areas. Although most of the Adoption.
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majority of them belonged to middle socioeconomic Nortvig, Anne-Mette, et al. “A Literature Review of the Factors
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significant relationship both in the blended and face-
Publishing.Org/Index.Php, The Electronic Journal of e-Learning,
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learning. There is a more beneficial jolt on the pupils'
Shah, R. (2022, March 1). Face-to-face Learning: Benefits,
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Based on the findings of the study, as well as the
Singh, Harvey. “Building Effective Blended Learning Programs:
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affecting the relationship the relationship between of the Philippine K—12 System. Online Learning, 26(1), 19-37.
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conducted. (3) That, teachers may continue to

encourage and motivate their learners (particularly Affiliations and Corresponding Information
those who showed poor attendance) to attend classes
Pejay B. Sasotona
regularly and engage them in learning activities. (4)
Marikina Polytechnic College - Philippines
That, school administrators may adopt the proposed
LCP in a form of modified blended and face-to-face
learning framework which may consequently help the
pupils to improve their academic performance.

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